Discussion and conclusions This study provides a first attempt at

classifying reasons for withdrawal on this undergraduate programme and correlating these causes with the extant literature and suggesting strategies to manage and overcome them. The study found that successful students were typically non HE qualified, self employed and aged between 31 and 50. Female students were more successful than their male counterparts with older males particularly likely to withdraw. The lack of success of students with prior HE qualifications could be attributed mainly to motivation. Students with existing undergraduate and postgraduate awards were discouraged from pursing the qualifications due to its extensive demands in terms of commitment and time.

This study identified the existence of 8 prime causes of withdrawal, which where categorised as extrinsic or intrinsic. Intrinsic factors are internal course related barriers, which the University can influence including technical issues, assessment (quantity and nature of) and readiness for the course. Intrinsic barriers can be controlled and reduced by improving the reliability and usability of the VLE, improving the design of the course in terms of structure, flexibility and assessment and fully preparing the students for the program. Extrinsic factors are barriers to e-Learning which are external to the University. These factors include the students academic profile, their family situation, employment and nature of job, and available study time. These variables are far more difficult to influence and control, a critical consideration being their identification and management strategy. These results correlate with the findings of McVay-Lynch (2002) and Diaz (2002). McVay- Lynch recognised the existence of technological barriers and the need for a positive student experience. Diaz (2002) provides a classification of these factors as student factors, situational factors and educational system factors. Our findings support these classifications and contribute to knowledge in recognising the existence of Intrinsic and extrinsic barriers to e-Learning and suggesting appropriate strategies to rescind their influence.

Key strategies to consider overcoming these barriers include: -

Recruitment policy on e-Learning courses – consideration of IT skills competency and available study time. Effective support & communication mechanisms – both academic and technical teams

Flexible course structure – level and nature of assessment

VLE, robustness, reliability and stability. Survey limitations include survey size and lack of consideration of course related issues such as no fee admissions policy and developmental issues related to creating a new program. This study will be extended to consider tutor perceptions of students’ withdrawals and survey size will be extended and contrasted on a longitunal basis.

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